Our study aims to contribute to the literature on leadership development through the lifespan, by providing an empirical evidence of the dynamic processes related to leadership development in early stages. This research advances the understanding on how higher education institutions can introduce a systematic approach to support leadership identity formation and self-regulation as primary outcome of leadership development process, by taking into account that individuals may undertake different developmental trajectories We suggest that the implementation of the Intentional Change Theory in the academic context, which aims to help students to attain their desired professional future and to increase their self-awareness, could support leadership identity formation. Through the case study of the Ca’ Foscari Competency Centre (CFCC) of University of Venice (Italy), we discuss how the process of early identity formation and regulation of two groups of students, who have expressed a different intent about their job, may differ. Findings show some differences in the values and in the competency portfolio between the two groups of students. These differences suggest two different developmental trajectories of students aiming at an entrepreneurial career and students who expressed a different intent.

Emotional and Social Intelligence and Leadership Development in the Higher Education. An exploratory study

GERLI, Fabrizio;BONESSO, Sara;COMACCHIO, Anna;PIZZI, Claudio
2014

Abstract

Our study aims to contribute to the literature on leadership development through the lifespan, by providing an empirical evidence of the dynamic processes related to leadership development in early stages. This research advances the understanding on how higher education institutions can introduce a systematic approach to support leadership identity formation and self-regulation as primary outcome of leadership development process, by taking into account that individuals may undertake different developmental trajectories We suggest that the implementation of the Intentional Change Theory in the academic context, which aims to help students to attain their desired professional future and to increase their self-awareness, could support leadership identity formation. Through the case study of the Ca’ Foscari Competency Centre (CFCC) of University of Venice (Italy), we discuss how the process of early identity formation and regulation of two groups of students, who have expressed a different intent about their job, may differ. Findings show some differences in the values and in the competency portfolio between the two groups of students. These differences suggest two different developmental trajectories of students aiming at an entrepreneurial career and students who expressed a different intent.
Academy of Management Annual Meeting: Conference Proceedings
File in questo prodotto:
File Dimensione Formato  
Leadership development in higher education.pdf

non disponibili

Tipologia: Documento in Post-print
Licenza: Accesso chiuso-personale
Dimensione 608.11 kB
Formato Adobe PDF
608.11 kB Adobe PDF   Visualizza/Apri

I documenti in ARCA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10278/40822
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact